Special Education Teacher- Early Childhood Ed

Salary is commensurate based on experience

Overview:               The early childhood special education teacher works with young children, typically from birth to age five, who have developmental delays, disabilities or behavioral challenges. Their primary responsibilities include creating and implementing individualized education programs, assessing developmental progress, and using specialized instructional strategies to support learning in areas such as communication, motor skills, and social-emotional development. They collaborate closely with families, therapists, and other educators to ensure that each child receives a supportive and inclusive learning environment. Additionally, they provide guidance to parent/guardians on strategies for continuing educational support at home. This position may also support Birth to Three caseloads within the community.

Essential Functions

Behavior Intervention and Support

• Provide direct student intervention (behavioral or academic) with prior parent/guardian permission
•  Guiding Teachers/Families when they have concerns about their child’s development and/or behavior
• Assess and score ASQ2 & ASQ3 Screenings with teacher teams 
• Lead Teacher Team meetings to discuss student needs/interventions and supports
• Support teachers through use of the Positive Behavioral Support (PBSP) process, including:
  
            STEP #1
  • 
    
    • Teacher fills out the “My teacher has observed” form for parent/guardian
    • Teacher completes at least 2 observations in “Parent/Guardian Communication” binder 
    • Teacher submits CLASSROOM SUPPORT REQUEST FORM for the Special Education Teacher

STEP #2

• Lead teacher and Special Education Teacher meet to discuss “Classroom Support Request” & “My teacher has observed” forms
• Special Education Teacher and Lead teacher set up 2 or 3 dates and times to observe the child, with parent/guardian permission
• Set up a formal meeting with the Special Education Teacher to discuss observations and other ongoing concerns.
• Special Education Teacher will offer additional strategies to support the child and family

STEP #3

• Regular Parent/Guardian Meetings
• Special Education Teacher writes a “POSITIVE BEHAVIORAL SUPPORT PLAN”
• Special Education Teacher and the lead teacher meet to discuss the plan moving forward
• Follow-up meeting is scheduled for 3 weeks later
• Special Education Teacher and the lead teacher continue to communicate with parent/guardians (Progress and/or Regression)
• Respond immediately to any phone calls from teachers, needing additional help or unsafe behavior in the classroom

 Instructional Coaching of Teachers and Teams

• Model lessons for accommodations/modifications for students
• Observe teachers and provide feedback (in a non-supervisory role)
• Check-in with teachers communicate questions or concerns to admin
• Make sure everyone is feeling valued and supported
• Support resolving staff conflict meetings (Help resolve and talk it out)
• Visiting classrooms to meet and play with the kids
• Collaborate with teachers and their physical environment 
  (classroom layout, help declutter, offer tips & tricks…etc)
• Help find and schedule Continued Education Training, along with teaching and demonstrating specific programs. Ex: “Handwriting Without Tears”
• Handwriting without Tears 
• Emotional Regulation skills
• Schedules Parent/Guardian/Teacher conferences and parent/guardian meetings as needed

Family and Community Liaison 

• May support Birth to Three caseloads in the community
• Support families through use of the Positive Behavioral Support (PBSP) process as described above
• Meeting w/ families
  • Introductions and explanation of Special Education Teacher role
  • Parent/guardians tell us about their child (Strengths/Weaknesses…etc) 
  • Teachers talk about some of the concerns they have in the classroom.
  • Parents/guardians are asked what they see at home.
  • Identify strategies that have worked and not worked (home/school)
  • Discuss classroom expectations 
  • Discuss a few personal goals for the child 
  • Discuss ASQ screening (If needed)
  • Ask/answer any other questions 
  • Decide on a follow up meeting (time frame will vary)
• Networking with the Community 
• Meeting with and staying connected to Birth to Three primary service providers and service coordinators, K4 teachers, therapists, Dr. Clark
• Connect families to support resources, including FAC, pediatrician, ABA therapists, school district staff, outside providers, etc.
• Provides coverage in classrooms on an emergency basis
• Other duties as assigned by the Director of Early Childhood Education 

 Physical Demands of the Position

• Sitting for 90% of the time
• Walk and stand
• Bend/twist and reach
• Far vision at 20 feet or further; near vision at 20 inches or less
• Speak and hear
• Kneel, crouch, climb, feel, and stoop
• Lift objects weighing up to 35 - 40 lbs
• Carry objects weighing up to 35 - 40 lbs
• Push/pull objects at a medium intensity level of effort
• Handle or manipulate objects at a medium intensity level of effort
• Fine finger manipulation for keying at a medium intensity

 Mental Requirements

• Able to cope with changes in routine to accommodate the needs of the organization
• Able to manage time efficiently, handle multiple tasks at a time and maintain consistent high-quality performance in a dynamic and fast-paced environment

 Environmental/Working Conditions

• Inside work environment 95% of the time
• Exposure at times to cold or warm drafts of air coming from the front door. 

 Equipment Used

• Telephone
• Computer  
• Fax machine 
• Copy machine 
• Calculator 
• Postage meter 
• Printer 

 Required Education/License/Certifications

• Bachelor's degree in special education required
• Department of Public Instruction (DPI) licensure required
• Two or more years of experience in Special Education. 

Required Knowledge and Skills